Scaling Effective Learning Strategies
Retrieval Practice and Long-Term Knowledge Retention in MOOCs
Daniel Davis (TU Delft - Web Information Systems)
René F. Kizilcec (Cornell University)
Claudia Hauff (TU Delft - Web Information Systems)
Geert-Jan Houben (TU Delft - Web Information Systems)
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Abstract
Large-scale online learning environments such as MOOCs provide an opportunity to evaluate the efficacy of learning strategies in an informal learning context with a diverse learner population. Here, we evaluate the extent to which retrieval practice — recognized as one of the most effective learning strategies — facilitates long-term knowledge retention (and thus learning outcomes) among MOOC learners using an instructional intervention. We observed no effect on learning outcomes and high levels of treatment non-compliance. In addition, we conducted a series of exploratory studies into long-term recall of knowledge acquired in MOOCs. Surprisingly, both passing and non-passing learners scored similarly on a knowledge post-test, retaining approximately two-thirds of what they learned over the long term.
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